Reports the results of a self-assessment questionnaire containing higher-order-cognitive skills types of questions administered to biology majors (N=71). Results indicate that the majority of students in the study rate themselves as capable of self-assessment. Contain 41 references. (DDR)

Examines the conceptual development of high school students' understanding of scientific research over a school year. Results indicate that students' notions of scientific questioning are uniformed and they have little experience with data analysis or communication of results. Contains 18 references. (DDR)

Describes a course for non-chemistry majors that uses a distance-education format. Utilizes lectures on videotape, electronic communication, thematic research assignments, and take-home lab projects. (DDR)

Determines the relationships between ATM (Asynchronous Transfer Mode) adoption and four organizational variables: university size, type, finances, and information-processing maturity. Identifies the current status of ATM adoption in campus networking in the United States. Contains 33 references. (DDR)

Describes the procedure and presents the results of a study of themes in state science-curriculum frameworks. Analyzes 25 state frameworks and finds that 88% of these emphasize the standard science and technology in society. Recommends an examination of educational policy links to state science frameworks. Contains 27 references. (DDR)

Argues that the way in which schools conduct their business is blocking our educational system from improving at the rate required to meet society's needs. Suggests that educational reformers rethink approaches to school improvement by working within cultural boundaries. Contains 19 references. (DDR)

Describes a program that introduces students to hands-on, minds-on science and provides an opportunity to work on a project with a scientist-collaborator who uses their data in ongoing research. Introduces students to the rigors of science through the focus on data quality. Contains 21 references. (DDR)

Delineates four elements of successful student-scientist partnerships: (1) use of an inquiry-based approach; (2) employment of authentic, community-based investigations; (3) student in the role of scientist; and (4) student in the role educator. Contains 17 references. (DDR)

Outlines the advantages to students of participation in a student-scientist partnership. Focuses on a collaborative forest watch project which enables students to meet state and national standards throughout the curriculum and provides teachers with the academic and material support to accomplish this. (DDR)

Explains the functions of the Boreal Forest Watch including the scope, level of student involvement, goals, and nature of the data collection. Details student involvement at the forest site. Contains 18 references. (DDR)

Describes the Earth Day-Forest Watch Program which introduces kindergarten through high school level students to field laboratory and satellite-data analysis methods for assessing the health of Eastern White Pine forest stands. (DDR)

Discusses appropriate goals for mathematics and science educators to focus on in order to boost academic achievement in the United States. Conclusions are based on data from the Third International Mathematics and Science Study (TIMSS). (DDR)

Provides general information on the Global Learning and Observations to Benefit the Environment (GLOBE) Program. Discusses the program design and development, science and education, the GLOBE computer and communications systems, student-scientist partnerships, and explains how to join the GLOBE program. (DDR)

Focuses on a project of the Global Learning and Observations to Benefit the Environment (GLOBE) Program that explores whether student data are accurate enough to support rigorous scientific investigations. Reports the results of a team investigation. (DDR)

Reports findings from the evaluation of the Global Learning and Observations to Benefit the Environment (GLOBE) Program. Examines issues concerning student-scientist partnerships such as benefits of the program to students and scientists, enhancement of authentic science in schools through technology, and the relationship between this program and…